Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
ANAT100 Anatomical Foundations of Exercise Science AND EXSC224 Mechanical Bases of Exercise AND EXSC225 Physiological Bases of Exercise AND EXSC204 Exercise Prescription and Delivery AND EXSC206 Professional Experience Preparation AND EXSC216 Resistance Training: Science and Application
Teaching organisation
150 hours of focused learning.Unit rationale, description and aim
Professional practice is an integral aspect of the transition from learner to practitioner. It provides students with the opportunity to apply their knowledge, understanding and skills in a work context and gain the necessary experience under the supervision of qualified professionals. The aim of the unit is to provide students with an authentic learning experience in which they can integrate evidence-based learnings in applied settings. This unit allows students to reflect upon their professional practice through the integration of the principles of Catholic Social Teaching and the University's Mission. This professional practice is consistent with the professional standards for Exercise Scientist accreditation.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - apply the knowledge and skill sets of exercise science, including the design and delivery of exercise programs and assessments to meet the specific needs of apparently healthy clients (GA5);
LO2 - understand the scope of practice for an exercise scientist, a sports scientist and an exercise physiologist, and when to refer a client to other allied health professionals (GA3, GA5);
LO3 - demonstrate effective verbal and nonverbal communication skills in a work context (GA7, GA9, GA10);
LO4 - reflect critically upon their professional experience with specific reference to their values, assumptions and attitudes of transformation and the principles underpinning community engagement (GA1, GA2, GA3, GA4).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA3 - apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
Content
This unit requires the completion of 140 hours of professional experience placements. Content delivery is arranged as required to support these placements and the underpinning theoretical components (as introduced in EXSC206 Professional Experience Preparation). This content includes:
- principles of community engagement and reflectiveness
- application of principles and practices in Exercise Science
- professionalism in work contexts
- Exercise and Sports Science Australia Code of Professional Conduct and Ethical Practice
Both learning and performance will be directed by the university and the appointed placement supervisor at the host organisation, through a pre-defined and constantly monitored set of criteria which encompass:
- skills to be learned whilst undertaking the experience
- overall student performance throughout the placement
Learning and teaching strategy and rationale
Learning and teaching strategies include authentic learning, active learning, case-based learning and reflective/critical thinking activities. These strategies will provide students with opportunities to apply their knowledge, understanding and skills of course learnings, Exercise Science practice and professional conduct in workplace contexts. These strategies will allow students to meet the aim, learning outcomes and graduate attributes of the unit. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively during practicum placements.
Assessment strategy and rationale
In order to best enable students to demonstrate unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. Assessment strategies include: a professional portfolio to assess learning and application; a placement supervisor evaluation to assess application of discipline-specific knowledge and skills as well as communication and professional conduct; a reflective report to assess understanding and integration of learnings through reflection and critical thinking; and completion of professional practice hours to professional standards to assess competency to practice (hurdle).
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Completion of 140 hours of professional practice and relevant documentation Requires students to complete and provide evidence of a minimum of 140 hours of suitable practicum according to ESSA Exercise Science guidelines | HURDLE | LO1 | GA5 |
Professional portfolio Requires students to prepare a professional application for a mock industry-specific job, including cover letter, resume and statement addressing selection criteria. Students will be required to demonstrate an understanding of scope of practice in the Exercise Science profession. | 30% | LO2 | GA3, GA5, |
Professional supervisor evaluation Requires students to demonstrate the application of discipline-specific knowledge, understanding and skills within the scope of practice for an exercise scientist, including their ability to communicate effectively in work contexts. | 40% | LO1, LO2, LO3 | GA3, GA5, GA7, GA9, GA10 |
Reflective Report Requires students to reflect critically upon their professional experience with specific reference to their values, assumptions and attitudes and the ACU Mission. | 30% | LO4 | GA1, GA2, GA3, GA4 |
Representative texts and references
ACU Assessment Policy http://handbook.acu.edu.au/handbooks/handbook_2017/general_information/assessment_policy
ACU Catholic Intellectual Tradition last update 28/6/17 http://www.acu.edu.au/about_acu/our_university/mission_and_profile/catholic_intellectual_tradition
ACU Community Engagement last update 29/6/17 http://www.acu.edu.au/about_acu/our_university/community_engagement
Astin, A., Astin, H., Lindholm, J. (2012) Cultivating the Spirit: How College can enhance students inner lives. Media release, Retrieved from: www.heri.ucla.edu/pr-display.php?prQry=54)
Bok, D. (2006) Our underachieving colleges. A candid look at how much students learn and why they should be learning more. Princeton University Press, New Jersey.
Egan, L., Butcher, J., & Ralph, K. (2008). Hope as a basis for understanding the benefits and possibilities of community engagement. Strathfield, NSW: The Institute for Advancing Community Engagement, Australian Catholic University. Retrieved February 19, 2009, from: http://www.acu.edu.au/data/assets/pdf_file/0008/114776/Egan_et_al_2008.pdf
Exercise & Sports Science Australia. http://www.essa.org.au/
Exercise & Sports Science Australia. (2013) ESSA Code of Professional Conduct and Ethical Practice. Retrieved from: http://csusap.csu.edu.au/~sbird/e-Portfolio/ESSA%20Code%20of%20Professional%20Conduct%20and%20Ethical%20Practice%281%29.pdf
Hoekema, D. (2010) Is there an ethicist in the house? How can we tell? in Kiss, E, Euben, J. P. Eds. 2010 Debating Moral Education: Rethinking the Role of the Modern University).